Online Teacher Professional Development: A Design Model
Pamela Whitehouse, West Virginia University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The focus of this research was to develop a research-based model for designing online teacher professional development programs. The model was designed to illuminate the interplay of pedagogy, conceptions of teachers as learners, and technical design across four dimensions derived from new research by Bransford, Brown and Cocking on how teachers learn: learner-centered learning environments, knowledge-centered learning environments, community-centered learning environments and assessment-centered learning environments. Semantic layout algorithm maps were created in order to make visible the levels of connectivity between variables within and across each dimension when the model was applied to an online teacher professional development program. The resulting network map makes visible the areas where designers paid most attention to some aspect of design and where there is little connection between design variables across the model dimensions. It is expected that making design visible in conjunction with program evaluation will extend our understanding of effective design practices.
Whitehouse, P. (2008). Online Teacher Professional Development: A Design Model. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 809-819). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).